English Cooperative Learning, Knowledge Ecology Perspective

The 21st century is an era when the information is international and the globaleconomy is integrated, so the cooperation is much more important than any other eras.Cooperative learning has been researched in foreign countries for a long time. Thoughthis theory has been researched in our country for about only thirty years, the Chineseresearchers has inquired into the value and usage of cooperative learning from boththeoretical and practical aspects. After that, the researches of cooperative learning godeep into the specific subjects gradually.The advantages of English cooperative learning has been presented so clearly andit is also been recognized as an effective way in English curriculum reform. On theother hand, there are so many disadvantages in English cooperative learning in reality.To try to serve these problems, I will focus on English cooperative learning from theperspective of ecology of knowledge in my thesis, including analyzing the changingforms of the knowledge in English cooperative learning, describing "Englishcooperative learning" from the perspective of Ecology of Knowledge, including theteaching principles of English cooperative learning from the perspective of Ecology ofKnowledge, designing the learning ecological environment in English learning,analyzing the subjective action roles in English cooperative learning and analyzing andresearching the using methods and strategies of English cooperative learning from theEcology of Knowledge. The aim of the thesis is to offer some theoretical and practicalreference and enlightenment for the future English cooperative learning and providesome impetus for the new curriculum reform.This thesis comprises three parts. Chapter One concerns the concept and the basictheory of cooperative learning, including the developmental processes and differentconcepts of the overseas and domestic researches, the main elements of the effectivecooperative learning, the relationships among cooperative competitive andindividualistic learning. Chapter Two analyzes and researches the present conditions ofEnglish cooperative learning which has included the researches of the advantages anddisadvantages in English cooperative learning, analyzing English cooperative learning from the aspects of humanism psychology, socio psychology, cognitive psychology,learning motivation theory and Ecology of Knowledge. Being the most significant partof this study, chapter Three analyzes and researches English cooperative learning fromthe perspective of Ecology of Knowledge. Firstly, analyzing the changing forms of theknowledge in English cooperative learning; Secondly, describing "English cooperativelearning" from the perspective of Ecology of Knowledge; Thirdly, concluding theteaching principles of English cooperative learning from the perspective of Ecology ofKnowledge; Fourthly, designing the learning ecological environment in Englishlearning; Fifthly, analyzing the subjective action roles in English cooperative learning;Lastly, analyzing and researching the using methods and strategies of Englishcooperative learning from the perspective of Ecology of Knowledge.